By Arnold I. Goldberg
The fourth quantity within the development in Self Psychology sequence maintains to discover the theoretical yield and scientific implications of the wok of the past due Heinz Kohut. Learning from Kohut positive factors sections on "supervision with Kohut" and at the integration of self psychology with classical psychoanalysis. Developmental contributions learn self psychology with regards to constitutional elements in infancy. medical shows concentrating on optimal frustration and the healing strategy and at the self-psychological therapy of a case of "intractable melancholy" elicit the lively statement that makes this quantity, like its predecessors, as enlivening because it is instructive.
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Additional resources for Progress in Self Psychology, V. 4: Learning from Kohut
The outcome is worth noting because it is typical of such situations. 5 Kohut approved of my intervention. He believed that attempts to “educate” the patient about practical realities, no matter how tactful, result in empathie breaks, which almost always cause more damage than what the patient does. 6 The Seminar My first sustained exposure to Kohut himself was in his case seminar for advanced residents at the University of Chicago. I attended this seminar from the summer of 1972 through the spring of 1974.
I entered the psychiatric residency program at the University of Chicago in the summer of 1971, fresh from medical school. Although I knew I wanted to be an analyst, I still wished to please my very biologically oriented (and therefore an-tianalytic) teachers at Washington University. So I chose a department with a supposedly eclectic approach. Daniel Freedman, the new chairman, despite periodic avowals of interest in psychoanalysis, was so consistently antagonistic to analysts, analytic training, and analytic ideas that what had been a fine analytic department was gradually losing much of its distinguished analytic faculty.
The virtue of having such an experience is that the internal voice of supervisory wisdom is forever accompanied by a healthy skepticism. The child analytic supervisors were particularly interesting in their responses to Kohut’s work. As a group, they were more committed to drive-defense psychology than were my other teachers. They were also far more interested in and influenced by such diverse ideas as observational studies of infants, Kleinian theory, and the work of Margaret Mahler. They were much less likely than analysts who saw only adults to view the child as passively traumatized by the environment and more likely to inquire about the child’s active role in the situation.
Progress in Self Psychology, V. 4: Learning from Kohut by Arnold I. Goldberg